K J Alcock
Biographic Data
| ID | 128906 |
|---|---|
| NAME | K J Alcock |
| GIVEN NAMES | K J |
| FAMILY NAME | Alcock |
| SIGNATURE | ALCOCK K J |
| AFFILIATIONS | University of Lancaster, MAKWAMI Project, Bagamoyo, Tanzania |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 1 |
Developmental inventories using illiterate parents as informants: Communicative Development Inventory (CDI) adaptation for two Kenyan languages
Communicative Development Inventories (CDIs, parent-completed language development checklists) are a helpful tool to assess language in children who are unused to interaction with unfamiliar adults. Generally, CDIs are completed in written form, but in developing country settings parents may have insufficient literacy to complete them alone. We designed CDIs to assess language development in children aged 0;8 to 2;4 in two languages used in Coast…
Adaptation of Western measures of cognition for assessing 5‐year‐old semi‐urban Ugandan children
BACKGROUND: The majority of available psychometric tests originates from the Western World and was designed to suit the culture, language, and socio-economic status of the respective populations. Few tests have been validated in the developing world despite the growing interest in examining effects of biological and environmental factors on cognitive functioning of children in this setting. AIMS: The present study aimed at translating and adaptin…
We don't have language at our house: Disentangling the relationship between phonological awareness, schooling, and literacy
BACKGROUND: A strong link between phonological awareness (PA) and literacy exists, but the origins of this link are difficult to investigate, since PA skills are hard to test in young, pre-literate children, and many studies neither include such children nor report children's initial literacy levels. AIMS: To examine PA and literacy in children who are attending or not attending school in rural East Africa. SAMPLE: One hundred and eight children …
Constructing Tests of Cognitive Abilities for Schooled and Unschooled Children
It is frequently necessary to assess children with little or no schooling to determine their level of cognitive functioning, especially in developing countries. It is not possible, however, to assume that assessments will hold equal validity for children with and without the experience of schooling. The authors, therefore, set out to create a battery of tests suitable for both schooled and unschooled children. They assessed 973 schooled and 645 u…
Interaction Between Phonological and Grammatical Processing in Single Word Production in Kiswahili
Grammatical priming of picture naming was investigated in Kiswahili, which has a complex grammatical noun class system (a system like grammatical gender), with up to 15 noun classes that have obligatory agreements on adjectives, verbs, pronouns and other parts of speech. Participants heard a grammatically agreeing (concordant), nonagreeing (discordant) or neutral prime before seeing a picture of a common object and being asked to name the object.…
Constructing Tests of Cognitive Abilities for Schooled and Unschooled Children
It is frequently necessary to assess children with little or no schooling to determine their level of cognitive functioning, especially in developing countries. It is not possible, however, to assume that assessments will hold equal validity for children with and without the experience of schooling. The authors, therefore, set out to create a battery of tests suitable for both schooled and unschooled children. They assessed 973 schooled and 645 u…
Interaction Between Phonological and Grammatical Processing in Single Word Production in Kiswahili
Grammatical priming of picture naming was investigated in Kiswahili, which has a complex grammatical noun class system (a system like grammatical gender), with up to 15 noun classes that have obligatory agreements on adjectives, verbs, pronouns and other parts of speech. Participants heard a grammatically agreeing (concordant), nonagreeing (discordant) or neutral prime before seeing a picture of a common object and being asked to name the object.…
Constructing Tests of Cognitive Abilities for Schooled and Unschooled Children
It is frequently necessary to assess children with little or no schooling to determine their level of cognitive functioning, especially in developing countries. It is not possible, however, to assume that assessments will hold equal validity for children with and without the experience of schooling. The authors, therefore, set out to create a battery of tests suitable for both schooled and unschooled children. They assessed 973 schooled and 645 u…
Adaptation of Western measures of cognition for assessing 5‐year‐old semi‐urban Ugandan children
BACKGROUND: The majority of available psychometric tests originates from the Western World and was designed to suit the culture, language, and socio-economic status of the respective populations. Few tests have been validated in the developing world despite the growing interest in examining effects of biological and environmental factors on cognitive functioning of children in this setting. AIMS: The present study aimed at translating and adaptin…
We don't have language at our house: Disentangling the relationship between phonological awareness, schooling, and literacy
BACKGROUND: A strong link between phonological awareness (PA) and literacy exists, but the origins of this link are difficult to investigate, since PA skills are hard to test in young, pre-literate children, and many studies neither include such children nor report children's initial literacy levels. AIMS: To examine PA and literacy in children who are attending or not attending school in rural East Africa. SAMPLE: One hundred and eight children …
Developmental inventories using illiterate parents as informants: Communicative Development Inventory (CDI) adaptation for two Kenyan languages
Communicative Development Inventories (CDIs, parent-completed language development checklists) are a helpful tool to assess language in children who are unused to interaction with unfamiliar adults. Generally, CDIs are completed in written form, but in developing country settings parents may have insufficient literacy to complete them alone. We designed CDIs to assess language development in children aged 0;8 to 2;4 in two languages used in Coast…
Psychology (5 works) · Developmental psychology (4 works) · Cognition (3 works) · Linguistics (3 works) · Cognitive Abilities and Testing (2 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Cognitive skill (2 works) · Computer Science (2 works) · Language Development and Disorders (2 works) · Literacy (2 works)